Page 81 - Secondary school students’ university readiness and their transition to university Els van Rooij

Chapter 3
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Table I Overview of the characteristics and main results of the included studies
Ref. Author (year) nr.
Country / Level of education
/ Degree programme
Analysis
Outcome Category: independent variables used in variables the study
Main ndings (pertaining to the review)
1 Arnold & Straten (2012)
Netherlands / University / Economics
Regression
EC Ability: secondary school GPA, secondary GPA school mathematics GPA
Persistence Demographic: gender
Intrinsic motivation a ected all outcome measures positively. A preference for extracurricular activities in uenced GPA and maximum attainment negatively. Students from a science track, with a higher secondary school GPA, and a higher secondary school mathematics GPA scored higher on all outcomes. High intrinsic motivation could partly substitute coming from a non-science secondary school track and having a low secondary school mathematics GPA.
2 Arnold & Rowaan (2014)
Netherlands
/ University / Economics and Econometrics
Regression
EC Ability: secondary school GPA, secondary school mathematics GPA
Secondary school GPA, secondary school mathematics GPA, secondary school track, and intrinsic motivation in uenced EC. ere was no strong evidence for a gender gap in economics students’ study success.
3 Baars, Bijvank, Tonnaer, & Jolles
Netherlands / Professional education / Hospitality Business
Regression
EC Demographic: age, gender
Prior education: level of prior education
e levels of attention, planning and self- control and self-monitoring were predictive of EC. e e ect of lack of self-control and self-monitoring was larger in male students than in female students.
(2015)
Learning strategies: attention, planning, self- control and self-monitoring
4 Beyers & Goossens (2002)
Flanders / University / Psychology
Correlation
GPA Psychosocial: academic adjustment, social Persistence adjustment, personal-emotional adjustment,
ere were modest correlations between academic adjustment, social adjustment, personal-emotional adjustment, institutional attachment, total adjustment and attrition a er one year. Academic adjustment was only related to GPA a er one semester, not a er a year.
Prior education: secondary school track Motivation: intrinsic motivation, extrinsic motivation, extracurricular motivation, Rotterdam motivation
Demographic: gender
Prior education: secondary school track Motivation: intrinsic motivation, extrinsic motivation, extracurricular motivation, Rotterdam motivation
institutional attachment, total adjustment